System and method for evaluation and training using coginitive simulation

ABSTRACT

A system and method for training a subject for control processes, preferably for a particular task. The task may optionally comprise a sport, such as basketball for example; additionally or alternatively, the task may comprise an area of skills to be improved, such as general improvement of physical reflexes and/or reactions. The present invention enables cognitive skills associated with the task to be improved, without requiring physical fidelity to the physical actions that are normally performed during the actual task. Improving these cognitive skills results in improved control processes during performance of the actual task by the subject.

FIELD OF THE INVENTION

The present invention relates to cognitive training systems, and moreparticularly to a system for directly enhancing at least one cognitivecontrol process of an athlete.

BACKGROUND OF THE INVENTION

Many daily activities, and particularly sports-related activities,involve cognitive skills in general, and cognitive control processes inparticular, such as executive control, that are responsible for aspectssuch as planning and sequencing activities, focusing attention,selecting between environmental aspects, switching and dividingattention between different actions, mental rotation, peripheral visionand perception, pattern recognition etc. Such skills are involved inevery decision and move of an athlete, and the level of such skillsgreatly affects the performance of the athlete or any other individualperforming a task. Training can significantly improve the level ofcognitive skills, and various training programs are used to achieve suchan improvement. Such programs include physical and simulated exercises.

Studies have shown that complex cognitive skills in general, andpsychomotor skills in particular can be trained in laboratory settingsand transferred to real-life job or task settings such as aviation(Gopher et al., 1994; Phillips et al., 1993; Ortiz, 1994; Dennis andHarris, 1998). For example, practice effects on the ability of subjectsto localize targets in the periphery have been shown (Ball et al.,1988), with effects being maintained over a six-month period. Otherstudies have shown that attention control, executive control and othercontrol skills such as switching between tasks, dividing attention andselecting between speed and accuracy emphases can also be trained andtransferred (Gopher et al., 2000; Armony and Gopher, 2002; Kramer etal., 1995; Gopher et al., 1994). A list of references is attached.

Airplane or helicopter pilots may use a flight simulator to practicephysical and mental skills associated with flying an aircraft. Thesesimulators allow both physical and cognitive fidelity to the variouscognitive and physical actions performed during flying. However, othertypes of tasks are more difficult to train with a simulator, and/or atypical high physical fidelity simulator is inadequate for the task tobe trained. For example, sports such as basketball, which require alarge amount of physical movement, including movement of the body ofsubject across a large court, are difficult if not impossible to trainwith currently available simulators.

Many cognitive trainers known to the art are dedicated to specific taskcomponents, such as peripheral vision. Other known simulation systemswhich replicate various aspects of complex tasks are designed with ahigh degree of physical fidelity e.g. they provide similar stimuli,require the same motor responses, and so forth.

WO 02/05247 to Cognifit Ltd. teaches a method and apparatus for testingand training cognitive ability. This relies on selection and training ofone or more separate, discrete, cognitive skills, without providing asystem for enhancing an integrated cognitive control process.

No system currently exists for training a comprehensive range ofcognitive components without requiring complete physical fidelity to thephysical actions being performed during performance of the actual task.

SUMMARY OF THE INVENTION

The background art does not teach or suggest a system for trainingmultiple control processes without restriction to physical fidelity.

The present invention overcomes these drawbacks of the background art byproviding a system and method for training a subject for controlprocesses, preferably for a particular task. The task may optionallycomprise a sport, such as basketball for example; additionally oralternatively, the task may comprise an area of control processes to beimproved, such as general improvement of physical and/or mental skillsand/or reactions. The present invention enables control processes and/orskills associated with the task to be improved, without requiringphysical fidelity to the physical actions that are normally performedduring the actual task. Improving these control processes results inimproved executive control, attention control and any other controlmechanisms and real-time decision-making during performance of theactual task by the subject.

Control processes, including but not limited to, executive control,attention control, focusing attention, dividing attention, stop-restartprocess and so forth may preferably be trained without requiringabsolute or even partial physical fidelity to the physical actions thatare performed during the task, by instead using cognitive fidelity tothe cognitive tasks. This type of fidelity requires a complete differenttype of trainer and also a different training plan, since rather thanhaving the subject mechanically reproduce all of the physical actionsrequired for performing the task, a training plan may instead be usedwhich causes the subject to perform relevant cognitive actions, even ifthese actions do not appear to be identical to those used during thetask itself. Furthermore, such cognitive actions can only be performedif they have been determined through an analysis of the task itself;examining a task from the perspective of cognitive actions has not beengenerally performed, so decomposing and analyzing the task to determinea plurality of cognitive skills that are required is preferablyperformed for the present invention.

Once such an analysis has been performed, a trainer may preferably bedeveloped which can train the subject for these cognitive skills. Forexample, the trainer may optionally and preferably be designed accordingto a cognitive simulator, which itself would preferably simulate thenecessary cognitive actions to be performed during a training session. Atraining plan would also optionally be developed, for training thesubject with the trainer.

According to preferred embodiments of the present invention, thecognitive simulator is preferably designed by decomposing a task, andmapping specific cognitive actions performed during the task withcognitive skills. These skills are then in turn trained by particularcomponents of the trainer, again preferably by mapping the skills to betrained with the particular component(s) of the trainer which are usedfor such training.

According to other preferred embodiments of the present invention, atleast one aspect of the design process is preferably automated. Forexample, a task may optionally be analyzed for particular cognitiveskills automatically. More preferably, the trainer and/or the cognitivesimulator could optionally be designed automatically, by mappingcognitive skills to trainable actions automatically. Most preferably, atemplate or underlying structure is provided which enables such mappingto be performed automatically.

The system of the present invention is designed to enhance flexiblecognitive skills that can be transferred to real-life situations, henceimproving the overall performance of the subject.

In a preferred embodiment of the present invention, the training systemis applied to training of basketball players.

According to other preferred embodiments of the present invention, thetraining system is applied to training of other types of sports,including but not limited to, sports which require ball-handling skillsor skills in handling some type of object, including but not limited tosoccer, baseball, football, golf, hockey, tennis and rugby; sports whichrequire operation of a vehicle such as bicycling, motorcycle racing andcar racing. The present invention may also optionally be applied tomartial arts, such as wrestling, judo, karate, sumo, Jujitsu, kickboxing, Aikido, taekwondo, and Kung-Fu. The present invention may alsooptionally be implemented for any work-related tasks, such as tasksperformed by construction or other manual workers, skilled laborers, andbrokers or traders in the stock exchange or other financial markets.

Hereinafter, the term “control processes” or “control skills” includesany type of cognitive control mechanism, including but not limited to,executive control, attention control and so forth.

The cognitive trainer of the present invention has many advantages. Forexample, the training session may optionally be “compressed” in a waythat the amount of cognitive operations that are normally performed inone month or so in the “real world” will preferably be done in few hourswithin the cognitive simulator.

For the present invention, a software application could be written insubstantially any suitable programming language, which could easily beselected by one of ordinary skill in the art. The programming languagechosen should be compatible with the computational device according towhich the software application is executed. Examples of suitableprogramming languages include, but are not limited to, C, C++ and Java.

In addition, the method of the present invention could be implemented assoftware, firmware or hardware, or as a combination thereof. For any ofthese implementations, the functional stages performed by the methodcould be described as a plurality of instructions performed by a dataprocessor. Also, the present invention may optionally be implementedmechanically.

BRIEF DESCRIPTION OF THE DRAWINGS

The invention is herein described, by way of example only, withreference to the accompanying drawings.

FIG. 1 is an overview of the process of Cognitive Trainer Development;

FIG. 2A illustrates stages 100 through 104 of the process of CognitiveTrainer Development of FIG. 1;

FIG. 2B illustrates stages 106 and 108 of the process of CognitiveTrainer Development of FIG. 1;

FIG. 3 further illustrates stage 100 of FIG. 1;

FIG. 4 further illustrates stage 102 of FIG. 1;

FIG. 5 illustrates stage 210 of FIG. 2A;

FIG. 6 illustrates stage 212 of FIG. 2A;

FIG. 7 illustrates the Trainer Architecture, step 230 of FIG. 2B;

FIG. 8 is an embodiment of the Cognitive Trainer Development process ofFIG. 1 applied to a switch model task for a basketball player;

FIG. 9 is an embodiment of the Training System of the present invention;and

FIG. 10 is a Cognitive Training System, constructed and operated inaccordance with the principles of the present invention.

DETAILED DESCRIPTION OF THE PREFERRED EMBODIMENTS

The system and method of the present invention are suitable forenhancing the control processes and other types of cognitive processesrelevant to a wide range of sports and sport-related activities, andother types of activities that require cognitive skills. Such activitiesmay include the following non-limiting examples: basketball, baseball,soccer, American football, ice hockey, field hockey, rugby, lacrosse,cricket, golf, tennis, table tennis, volleyball, car racing, motorcycleracing, bicycle racing, polo, boxing, skiing, snowboarding, fencing,windsurfing, sailing, kite surfing, hang-gliding, martial arts(including but not limited to, kick boxing, wrestling, judo, karate,sumo, Jujitsu, Aikido, taekwondo, Kung-Fu). Features of the system mayoptionally and preferably vary according to the particular activity,such as a sport or game, to which it is applied.

The training system of the present invention may optionally be presentedto the subject through a computer-based interface, optionally andpreferably featuring a combination of hardware operated by the subject,and a plurality of instructions for operating the hardware. Theinstructions may optionally be implemented as software. The system mayoptionally and preferably comprise a plurality of modules, optionallycomprising part of a computer network, such that at least two playersare competing against each other in the training session, for examplethrough computer-based interfaces. Each module may optionally be usedsimultaneously by one or more users.

The various tasks presented by the training system and the level ofcomplexity or difficulty may be determined by various system parameters.Hence, for example, the velocity, movement patterns, number and shape ofmoving objects displayed on the screen, the scoring system, and theresponsiveness of the input device may optionally and preferably beadjusted by the user or the training supervisor, and/or may alsooptionally be adjusted automatically. The system may therefore becustomized to the individual requirements of the athlete and/or of agroup or team of athletes. The present invention is therefore preferablycapable of training team skills and/or teamwork by individual subjects.

For example, according to an illustrative but non-limiting embodiment ofthe present invention, the method may optionally feature decompositionand analysis of the task into a cognitive skill set. Next, the set ofskills is preferably used to design and implement the cognitivesimulator. Next, the effect of the simulator on the ability of thesubject to perform the task is preferably measured, for assessing theefficacy of the simulator for improving the skills of the subject forperforming the task. The physical action performed by the subject duringuse of the trainer does not require physical fidelity to the actualphysical action involved in performing the cognitively equivalent taskin a real-life situation.

Referring now to FIG. 1, an overview of the research and developmentprocesses required for each embodiment of the cognitive training system10 of the present invention is shown.

The method of the present invention optionally and preferably first usesthe stages of decomposing a task into a plurality of cognitive skill,mapping the relevant cognitive skills, defining the training strategy,and specifying the cognitive game-like software to be used for thetraining system.

The initial stage of task analysis 100 optionally and preferablyinvolves decomposition and analysis of the various task components.These task components represent actions to be performed during the task,which are related to cognitive skills which may be trained by thepresent invention. Preferably, these task components are related tocontrol processes. Optionally and more preferably, the actions performedduring the task are mapped to specific cognitive skills in which thesubject may be trained.

Optionally, such mapping is performed through manual observation of thetask to be performed; alternatively and preferably, mapping is performedat least semi-automatically, once sufficient information about the taskhas been entered (such as the physical actions performed during a game,for example).

As shown in FIG. 1, next stage 102 is performed, whereby the requiredfeatures of a training system 10 for enhancing cognitive skills may beidentified.

The system must maintain cognitive resemblance between the trainingenvironment and the real task environment, e.g. similar processingmodalities, similar control process requirements, etc. The TrainingSystem 10 of the present invention must simulate the cognitiverequirements involved in a specific game, sport or other trainableactivity. For example, the skill of executive control may be trained byuse of tasks which maintain the same spatial vs. semantic processingmodality.

Components of Training System 10 are mapped to the cognitive skills thatwere identified in initial task analysis 100 and an apparatus isdesigned having components for activating the same cognitive skillswhich the subject would be required to use in a real-life game. Thesecomponents are optionally and preferably incorporated as integral partsand may optionally be accessed through a computer-based interface, forexample, a computer game-like interface. An example of such a gameinterface is presented in greater detail below with respect to FIG. 10.

Analysis of the task results in the determination of a plurality ofactions, which are preferably mapped to basic skills. These basic skillsmay then optionally be combined into a profile for training the subject,more preferably according to at least some aspect of control processes(such as attention control for example).

Cognitive simulator design stage 102, is optionally and preferablyfollowed by Trainer Development stage 106, which is dependent on theplatform selected for the trainer, as described in further detail below.

Following Trainer Development stage 106, Training strategy 104 isformulated. Training strategy 104 optionally and preferably includesdetailed, stage-by-stage instructions as to the manner in which thetraining process should be carried out.

Next, a training plan 107 is preferably developed, which enables thetrainer to be used with individual subjects and/or teams as described ingreater detail below. The final stage in the process is Testing andCalibration stage 108. This stage optionally and preferably involvesactual testing with real players and/or teams of players in order toevaluate all training aspects, such as full cognitive skills coverage.All training data is preferably recorded, along with the subjectiveimpressions of the trainees and/or their coaching staff. Following theanalysis of these tests, Cognitive Simulator Design 102 and Trainingstrategy 104 are re-evaluated.

Referring now to FIG. 2A, additional stages optionally and preferablyinvolved in development of the cognitive simulator of the presentinvention are shown. These stages may optionally and preferably beperformed for stage 102, which is for design of the cognitive simulator(see FIG. 1). Stage 202 is preferably performed first, for selection ofthe platform for training the subject in the cognitive skills.

Stage 202 comprises selection of the platform on which Training System10 will be developed. It should be noted that this stage mayalternatively be performed prior to Task Analysis stage 100.

System 10 can be run on any computerized platform, such as a standardPC, a laptop computer, a PDA (Personal Digital Assistant), a wearabledevice, a toy-like electronic device, an interactive television, etc.The system is also not limited to particular input and output devices,but may use any standard input device, such as a standard keyboard,passive/active joystick, mouse, microphone (for a voice-activated game),game glove, touch pen, etc, and any standard output device, such as ascreen, audio device (for example, loudspeakers or earphones), or anyother type of device for providing touch-sensory feedback, including,but not limited to, any device providing vibrations, electric shocks,temperature changes, texture changes, surface geometry changes.Non-limiting examples include vibrating pointer devices, including butnot limited to a vibrating computer mouse, vibrating or active joystick,etc.

The platform may optionally feature a plurality of hardware componentscontrolled according to a plurality of instructions. For example, theplatform may optionally be largely (if not entirely) mechanical innature; alternatively and preferably, the platform may feature outputdevices such as screen displays, audio equipment for “displaying”audible sounds, headphones, loudspeakers, vibration output devices suchas active joysticks, special chairs and so forth, which feature acombination of electronic and mechanical devices.

Stage 202 involves consideration of various aspects, such as theparticular characteristics of the users, which may optionally includebut are not limited to, age, physical abilities and skills, motivation,any disabilities or limitations, required support of the desired gamedynamics, physical attributes of the sport and availability for endusers. Optionally, stage 202 may be divided into two parts, such asmapping potential trainees and selecting the target platform. Theseaspects are preferably related to cognitive skills for developing thetrainer, and also optionally are used to adjust the training plan (asdescribed in greater detail below) for individual subjects and/or groupsor teams of subjects.

Cognitive Simulator Design stage 102 and Task Analysis stage 100 formthe basis for Cognitive Simulator Model 204.

As seen in FIG. 2A, following development of Cognitive Simulator Model204, a Cognitive Simulator Effectiveness Verification stage 206 isperformed, in order to ensure that the design meets the desired traininggoals. The design and verification stages are described in greaterdetail below, with reference to FIG. 4 wherein skills trained byTraining System 10 are verified against the required cognitive skills,such that all the required cognitive skills are included.

When stage 102 has been completed, a list of training manipulations 208is compiled. Training manipulations include variations in differentaspects and dimensions of Cognitive Training System 10, including butnot limited to, size of objects, velocity, feedback mechanism andchannels, duration of training units, stimulus attributes and patternsof dynamic components (if present) or any other trainer components. Manyother variations are possible; for example moving objects do notnecessarily need to be presented on a display screen. Other examplesinclude but are not limited to, changing tasks and emphasis, changingattributes of input or output characteristics, or changing theinstructions. Each training manipulation or combination of manipulationshas a known role in the training process. Each manipulation orcombination of manipulations is aimed at stimulating a particularcognitive skill, or a combination of such skills. In addition,manipulations may be utilized for handling motivational aspects of thetraining process.

The list of training manipulations from stage 208 is used for thesubsequent stages of Mapping Cognitive Simulator parameters in stage210, and Selecting Parameters for Transfer Measurements in stage 212, asdescribed in further detail below, in relation to FIG. 5 and FIG. 6,respectively.

The list of training manipulations from stage 208 also has a major rolein devising the Basic Training strategy in stage 104, which is adetailed description of each training unit (such as session, meeting,block or round). This description includes components such asobjectives, stimuli definition, manipulation variations, instructions,motivational guidelines, scoring policies, etc.

In order to ensure that Basic Training strategy 104 covers all aspectsof training, Basic Training strategy Verification stage 216 isperformed. Verification stage 216 mainly involves comparing the set ofskills utilized in stage 107 with a list of required skills, asdescribed below with reference to FIG. 4. If the respective sets ofskills are found not to be equivalent, adjustments are made to Trainingstrategy 104 and/or training plan from stage 107.

Training plan from stage 107 is a generic training plan, designed fortraining all athletes within a certain sports field or type of sports,and/or other types of tasks. Training plan 107 may be adapted for use ina specific situation, such as training of a particular player, team orgame. This adaptation process requires Training strategy CompositionMechanism 218, comprising a set of definitions, benchmarks and rules,along with various sport-specific and personal data. Training plan 107can be implemented manually or by automatic or semi-automatic means.

Optionally, the training plan may be determined by providing a pluralityof cognitive building components to the coaching staff, which may forexample be operated through the trainer; and composing the training planfrom the plurality of cognitive building components. This embodiment mayoptionally form a cognitive toolbox for the coaching staff.

A Training strategy Composition Mechanism Verification from stage 220 isapplied to Training strategy Composition Mechanism in stage 218 toensure that the objectives of Training plan 107 are fully met.

FIG. 2B further illustrates the stages involved in development of thesystem of the present invention for design of the cognitive simulator.Initial Design stage 228 comprises Task Analysis stage 100, CognitiveSimulator Design stage 102, and Training strategy 104. Initial designstage 228 precedes Trainer Development stage 106.

Stage 228 for initial design optionally and preferably comprisesdetermining the training strategy with regard to coordinating aplurality of actions associated with the cognitive skills. Preferably,the cognitive skills that are to be trained are associated with aplurality of actions, which may optionally comprise a physical actionand a cognitive action (and/or a combination of two or more of eithertype of action). More preferably, performance of the physical actiondoes not require physical fidelity to a physical action performed withregard to the task itself; for example, for training a subject incognitive skills related to basketball, the physical action determinedas part of the training strategy is preferably not physically similar toa physical action performed during the game of basketball (or at leastsuch similarity is not required).

These actions, preferably as physical and cognitive actions, that arepart of the training plan are preferably coordinated, also as part ofthe training plan. For example, they may optionally be performed by thesubject in sequences and/or combinations, and/or may also optionally beused to train for a plurality of cognitive skills simultaneously and/orin combination.

Optionally and more preferably, the training strategy also is determinedby iteratively adjusting the plurality of actions which are thencoordinated (the actions themselves and/or the coordination mayoptionally be adjusted). Most preferably, such adjustments are performedaccording to at least one heuristic parameter.

The system includes a Testing and Calibration stage 108, whereinparameters of Initial Design stage 228 and Trainer Development stage 230are assessed. Adjustments to Initial Design stage 228 may be made as aresult of Testing and Calibration stage 108.

Data from Testing and Calibration stage 108 is used as a basis for thestage of Transfer Measurement 234, whereby further adjustments may bemade to Initial Design stage 228.

Referring now to FIG. 3, Task Analysis stage 100 is described in furtherdetail with regard to the non-limiting illustrative example ofbasketball.

A preferred embodiment of the method of the present invention isdescribed in the following non-limiting example for a cognitive trainingsystem for basketball.

Mapping of the relevant cognitive skills of basketball players isachieved by the known methodology of task analysis, analyzing thevarious roles, tasks and environment involved.

The first stage of Task Analysis 100 is that of User Characterizationstage 300. This stage is aimed at defining future users of the system ofthe present invention. These may include players or coaches, whereinplayers may be further characterized as professional, college, HighSchool, male, female, disabled, etc., and wherein coaches maycharacterized as head coaches, assistant coaches, team psychologistsetc. The characteristics and attributes will vary between each group andsub-group.

User Characterization stage 300 is followed by Data Collection stage302. This may involve collection of data from various sources, such asfrom observation of training sessions, interviews (such as with players,coaching staff, commentators or other experts), questionnaires,measurements (both on and off court), record of play, from an inventoryof movement patterns and dynamics, or review of relevant literature.

Data collected in Data Collection stage 300 is then analyzed in DataAnalysis stage 304. This may include analysis by defining real playscenarios, analyzing movements of real players in actual games, datamining, cluster analysis such as pattern analysis grouping, etc.

A conversion table is then drawn up, showing the connection between gameactivities and cognitive skills involved.

Stage 306 for Requirements Specification is also preferably performed,whereby the requirements of the Cognitive Trainer 10 are specified andassembled. This stage may optionally feature creation of a list ofcognitive skills found to be involved in the specific sports activity.This should also include recommendations as to the implementation of theTrainer 10.

In the case of basketball players, five levels of task components can beidentified, as described below. The boundaries between the levels arenot well-defined and at least some of them may be seen as part of acontinuum.

a. Basic Elements

-   -   These constitute the basic motor skills necessary for playing        the game, such as running, jumping, throwing, catching,        shooting, dribbling, dunking etc. Combinations of these        components are also known, such as dribbling while running,        shooting while jumping, etc.    -   The cognitive aspects of these skills involve perceptual        processes and cognitive aspects of motor schema.

Perceptual Processes

i. Location Perception

-   -   This includes perception of the locations of fellow players, and        of the ball. Location perception training is based on aspects        such as color, faces, heights and court spaces.

ii. Motion Perception

-   -   This includes perception of movement of other players, and of        the ball. Motion perception training is based on direction and        speed parameters.

iii. Prediction of Future Location

-   -   This requires the integration of location perception, motion        perception and mental models of group plays and competitor's        tactics. Additional variables such as acceleration must also be        taken into account.

iv. Perception of Distance from the Basket

-   -   This is an aspect of distance perception based on horizontal and        vertical dimensions.

v. Recognition of Free Team-Mates.

-   -   This requires relative location perception with regard to        team-mates and opponents.

Motor Schemas

-   -   These comprise highly automated skills, requiring a low degree        of concentration.

Divided vs. Focused Attention

-   -   Players generally perform individual motor processes with a high        level of proficiency, whereas problems may arise when the        performance of dual processes is required (running while        dribbling, shooting while jumping, etc), necessitating attention        to be divided between the two processes.        b. Short Procedures (Moves)

These are routines comprising several serial stages that constitutewell-practiced procedures. Several players are generally involved, eachhaving a specific role. The cognitive aspects that must be consideredare as follows:

i. Procedural Knowledge.

-   -   Moves are procedures that may be learnt by repeated practice.        Knowledge of the various moves increases with practice, such        that a significant difference exists between novices and        experienced players. Hence, novices must devote a high level of        attention to correctly performing various move sequences, while        experienced players require far less concentration, and can        generally perform such practiced moves automatically, even under        conditions of stress. Such moves performed by experienced        players are known as habits or tendencies.

ii. Timing of Moves

-   -   Recognizing the exact moment at which a particular move should        be performed is based on perception of the positions of        teammates and opponents, and of the specific play taking place        at the time. Timing of moves may be improved by training.

iii. Shot Selection

-   -   This aspect involves a decision regarding the exact shot to be        used and the timing of the shot. This decision requires ability        to recognize and select the relevant move for the particular        situation.

Iv. Co-Ordination with Teammates

-   -   Most moves require the participation of more than one player.        For example, in the ‘pick and roll’ move (basketball play) two        players are involved, while other players adjust their location        to support them.

V. Prediction of Future Location of Fellow Players

vi. “Broken” Moves

-   -   Moves which the player is prevented from performing.        c. Play

These are the tactical components of the game. At the beginning of eachplay, the players are assigned to pre-defined areas and allocatedspecific roles and tasks. Each play may comprise a number of individualmoves. There are two major categories of play: offensive and defensive.Each category may include many sub-categories.

The following cognitive aspects are involved:

i. Selection of the Appropriate Play

-   -   Each play in the game must first be selected by the coach. The        selection is signaled to the playmaker, who in turn signals to        other players. This decision is based on information gathered        during the game and on current opponent status. Rapid        decision-making is required.

ii. Translating Signals into Specific Play

-   -   Each play is signaled from the coach by use of a coded sign. In        addition, some plays have variations which are also signed in a        certain code. Players must translate each sign received into the        specific move to which it relates, and must select the        appropriate positions. This mental process initially requires        high memory load, but with practice becomes almost automatic.

iii. Recognizing Sequence Location within the Play

-   -   Since each play is composed of several moves, the player must        constantly recognize the current sequence position, compare game        status with optimum status, and play accordingly. This task may        require high level involvement of short-term memory.

iv. Overcoming Play Failure

-   -   Game status generally changes after initiation of each play, and        players are required to adjust accordingly. This requires        decision-making under pressure of time. Players generally follow        their learned habits or tendencies under these circumstances,        rather than making controlled decisions.

v. Task Switching

-   -   During the game, the teams constantly switch between defensive        and offensive plays, and between various plays. These switches        require control processes in order to adjust to the new task and        the new role. The ability to switch efficiently between tasks is        a critical factor in order to gain the correct position before        an opponent. This is especially true in high-speed games.

vi. Role Switching

-   -   Most players must play different roles in different plays and        games. Hence, the ability to switch between various roles is        critical.        d. Game Tactics

Prior to each game the scouting team provides information about theopposing team. Based on this information, an overall tactic isformulated for the game. This tactic will dictate the general style ofplay in the game, including the main plays to be used, opponents to whomspecial attention must be paid, etc. Prior to the game, the coach mayintroduce new or special plays that have not yet become part of therepertoire of the team or are not well known to the team, for example inthe case of opponents' plays.

Cognitive aspects of game tactics are as follows:

i. Information Gathering and Processing

-   -   This task is mainly the responsibility of the coaching team. The        game style and tactics of the opposing team must be analyzed,        based on information gathered from previous games.

ii. Decisions Regarding Tactics

-   -   The coach must make decisions regarding tactics to be used based        on available information. The selected tactics must be        consistent with team philosophy and capabilities.

iii. Learning New Plays

-   -   Players may sometimes have to learn new plays which are not part        of their normal repertoire, in accordance with the selected        tactics. These tactics will therefore not be well-practiced        which may cause a strain on the players.        e. Game Philosophy    -   Each coach has his or her own game philosophy, developed through        years of experience. The coach develops his own plays, and        selects players in accordance with this philosophy. Training        procedures are based on this philosophy.

Cognitive aspects of game philosophy are as follows:

-   -   i. Developing game philosophy    -   ii. Creating plays consistent with game philosophy    -   iii. Adjusting philosophy according to players' capabilities

SUMMARY OF COGNITIVE SKILLS

Based on the above analysis, the main cognitive skills found to berelevant to basketball players are listed. It should be noted that someof these cognitive skills are “control skills” while other are “basiccognitive skills”:

-   -   a. Status recognition/situation awareness    -   b. Information integration    -   c. Spatial information processing    -   d. Pattern recognition    -   e. Task switching    -   f. Stop-Restart actions    -   g. Peripheral vision

It should be noted that in this respect, the coach is perceived as amember of the team, such that the term ‘player’ includes the coach.

FIG. 4 shows in greater detail the stage of Cognitive Simulator design102 of FIGS. 1 and 2A. Trainer Requirement stage 400 utilizes input fromTask Analysis stage 100, in order to define Initial Trainer Concept 402,comprising the main objects and dynamics of the game used in Trainingsystem 10.

Trainer Building Blocks 404 are then defined for the game, whichincludes definition of behavior and rules for each building block 404,and defining scoring paradigms for each building block 404.

Verification Process 406 is then carried out, wherein building blocks404 are verified against the required cognitive skills, such that allthe required cognitive skills are included.

Integration Stage 408 is performed in order to obtain a “logicalbug-free”, interesting and challenging game. The output of IntegrationStage 408 is basically a “conversion table” between cognitive skills andgame components.

FIG. 5 shows in greater detail the Mapping of Measurable TrainerParameters stage 210 of FIG. 2A. The first stage is that of MappingTrainer Parameters to Particular Sport-related Skills or Situations 500,which utilizes real-life parameters. This is followed by Selection ofWeight and Prioritization of Parameters 502, wherein the most importantskills with respect to the particular sport are selected. Listing ofOnline and Offline Feedback Parameters 504 is then performed, whereinparameters for use in online and offline feedback are defined.

FIG. 6 shows the Selection of Parameters for Transfer Measurements stage212 of FIG. 2A. Trainer Skill-Set Extraction via Reverse Engineeringstage 600 is applied by analyzing conversion tables to establish whichreal-life game parameters are expected to be changed as a result ofcognitive training.

Stage 602 of Listing Common Sports-related Parameters, MeasurementTechniques and Statistics selects the basketballs skills and situationswhich are most related to cognitive skills. Parameters which are uniquefor specific skills and situations are listed, and parameters definedbased on existing parameters. Weighting and prioritization of parametersobtained in stages 600 and 602 is carried out in stage 604, followed byBenchmark Analyses 606, which provides a definition of indices forcomparison to the future performances of players and teams.

Referring now to FIG. 7, Trainer Development stage 106 of FIG. 2B isshown in greater detail as a non-limiting, illustrative example of thepresent invention. Stage 106 may optionally and preferably be dividedinto two substages: development of training design components 701 anddevelopment of simulator runtime components 703. Training designcomponents 701 are used primarily by training staff, such as researchersor cognitive coaching staff of a sports team. Runtime components 703 areused primarily by the trainees and their supervisors, such as the headcoach. Optionally, Trainer Development stage 230 may involve onlydevelopment of training design components 701, with design componentsbeing predefined.

Design components 701 comprise stimuli generator 700, parameterconfigurator 702, object definitions repository 704 and training plancomposition mechanism 706.

Stimuli generator 700 enables now valid stimuli to be produced. Suchstimuli optionally and preferably involve object movement, dynamics andadditional factors such as speed, size and duration. Each stimulusconforms to a set of definitions and rules that are stored in theobjects definition repository 704, as described below.

Production of new stimuli may be achieved manually, semi-automaticallyor automatically. In the manual mode, all the attributes are enteredmanually, in the automatic mode stimuli attributes are generated atrandom, while semi-automatic mode uses a combination of manually enteredand randomly generated attributes.

Stimuli generator 700 comprises two major components, the stimuli editor705 and the stimuli analyzer 707. Stimuli editor 705 supports bothmanually entered and randomly generated data entry, or a combination ofboth. Entry of exact attributes is required, (for example, object Xspeed=100), or attribute range (e.g. object X speed=100-150).

Stimuli analyzer 707 preferably runs each new stimulus and calculatesvarious parameters, such as difficulty level, richness or complexity ofstimulus, or the distribution of particular events along the stimulus(the number of cognitive events to which the subject must react). Thesecalculated attributes are then compared to the definitions and rulesstored in objects definition repository 704, and the outcome reported.These definitions and rules are preferably the benchmarks, or standardsagainst which the attributes of the behavior of the subject arecalculated. Each parameter entered via the stimuli analyzer isvalidated.

Parameter configurator 702 supports the process of entering andanalyzing data stored in objects definition repository 704. While thestimuli generator supports the production of new stimuli, parameterconfigurator 702 presents statistics regarding groups of stimuli andenables various parameters of new stimuli sets to be established. Thus,for example, when reviewing the ‘duration’ attribute, parameterconfigurator 702 presents the distribution of the duration of trainingunits for all the required stimuli contained in the repository, andenables a new set of stimuli to be defined, having duration of a certainvalue or range of values.

Parameter configurator 702 also handles rules applicable to the trainingprogram, such as the graduation of difficulty levels within a trainingsession, or the number of rounds comprising each training unit. Eachparameter entered via parameter configurator 702 is validated.

Object definitions repository 704 stores all definitions and attributesentered by stimuli generator 700 and parameter configurator 702. Accessto repository 704 may optionally be selectively restricted, for exampleby permitting access of research staff to all data contained withinrepository 704, while allowing coaching staff access only to dataassociated with the team.

Training plan composition mechanism 706 is the implementation of step218 of FIG. 2A, specifying of training plan composition mechanism.Mechanism 706 controls and generates new training units and plans, whichmay optionally and preferably be customized, such as for individualteams, game drills, players, positions, offence, defense etc.

Simulator runtime components 703 comprise simulator engine 708,personalization module 710, data collection and analysis unit 712,training database 714, I/O (input/output) layer 716, system I/O controland management 718, and reports tool 720.

Simulator engine 708 produces the actual simulation in real-time. Itintegrates the rules and definitions of the training plan in simulatorengine 708, the attributes of the particular player or team frompersonalization module 710, and the relevant components from objectdefinitions repository 704. The output is sent to I/O layer 716.

Simulator engine 708 controls the sequence and content of events of thesimulated environments, as well as the general look and feel of theapplication. Using a standard command method, such as a dedicatedscripting language, all components and events are planned and handled.

Training plan rules and definitions can optionally and preferably beassembled in labeled components, thus enabling simulator engine 708 tobe controlled to various levels of hierarchy and precision. Thus, forexample, in the case of a basketball training system, simulator engine708 can execute a high level command such as ‘run mental rotationtraining X’ or ‘run defense Y training’, or a low level command such as‘run stimulus Z for player M in sequence a, b, c’.

Personalization module 710 contains data regarding individual trainees,including personal attributes, up-to-date scores, characteristics andcalculated parameters of previous training sessions. Personal trainingplans are based on this data.

Data collection and analysis tool 712 records data logged during atraining session to training database 714, which stores all data. Loggeddata, recorded at frequent intervals, contains the status of thetraining program and the response of the trainee. This data enablesonline and offline feedback, further analysis of the training process,and a replay of the game for review purposes. Such a reconstruction ofthe training session enables more complex analysis, such as strategytracking.

Data stored in training base 714 may be further used for externalstatistical and data mining applications, such as SAS, and/or selected,integrated modules of such external applications and/or proprietarystatistical modules and algorithms.

I/O (input/output) layer 716 presents the trainer environment andstimuli to the trainee and/or coach or coaching staff, by control ofvarious types of input and output devices, which may optionally includeat least one of a keyboard, game controller (such as a joystick), mouse,wearable controller, PC or TV screen, wearable sensory device, speakersor earphones.

I/O layer 716 may also optionally include physical measurement recordingdevices, such as an EEG (electroencephalogram), GSR (galvanic skinresponse), EMG (electro myogram), pulse meter, ECG (electrocardiogram),blood pressure monitor, EOG (electro oculogram), functional MRI(magnetic resonance imaging), head movement monitor, or accelerometer.

System I/O control and management device 718 enables the trainingadministrator to monitor and control the training in real time.Utilities such as ClassNet can be used to observe each of the outputdevices.

Reports tool 720 generates reports and analyses based on the data storedin training database 714. This report tool may optionally use one ormore statistical packages and routines.

FIG. 8 shows a non-limiting, illustrative model 800 of the system of thepresent invention for use in enhancing the task-switching skill of abasketball player, or any other suitable cognitive skill for thebasketball player.

Model 800 begins at stage 802. The following task-switch components arepreferably taken into consideration in design of the trainer for model800:

-   a. Performance 804 prior to switch. It is assumed that the team    would benefit from optimal performance prior to switch. Optionally,    in a basketball game, the pre-switch task exists as part of the    “Play” itself.-   b. The trigger 806 for the switch. This should include consideration    of whether the switch is planned or sudden. A planned switch may    constitute part of a sequence, while a sudden switch usually results    from a failure in a move or play, or unexpected response of the    opponent. The player may be better prepared prior to a planned    switch, and will have to overcome failure and surprise in the case    of a sudden switch.

Switch trigger 806 may be based on either an internal or an externaltrigger. An internal trigger would be based on a personal perceptionthat the current situation requires switch decision. An external triggerwould result from the decision of another person, such as a coach orplaymaker, regarding a switch.

Spatial and vocal triggers should also preferably be considered. Aspatial trigger is the identification of a spatial pattern that requiresswitch, such as a free path, blockage, certain spatial arrangement ofplayers, etc. A vocal trigger is a call from a team mate or coach tochange a move. A temporal trigger is awareness of the time left in thegame, which is especially important during the last few seconds of thegame. The spatial trigger is considered the most critical for training,followed by the temporal trigger.

Switch decision 808 depends on the available set of play and movealternatives and on the alternative dominancy of the individual player.

Alternative dominancy relates to certain habits or tendencies of aplayer that is more dominant than others. When placed in adecision-switch situation, under pressure, a player will tend to selectthe dominant alternative, which may not necessarily be the mostappropriate one.

If the switch were part of a play, the players would have a set ofalternatives ready. If the switch is sudden, the player will have tocreate the appropriate set of alternatives. It is believed that in eachdecision situation, a player is capable of considering up to a maximumof five alternatives.

Other factors which are preferably considered when designing a model fora switch decision include speed versus accuracy and possession of ball.The player in possession of the ball is required to make a decision,while other players usually wait to see the decision made beforeswitching. Ideally, the player should be able to make switch decisionseven when not in possession of the ball. Such decisions may be the mostcrucial for the play.

The result of switch decision 808 is that one of two options isselected: the decision 810 to change the performance occurring beforetrigger 806, or decision 812 to maintain performance 804 occurringbefore trigger 806.

The computer game-like interface that is optionally and preferably usedin the training system 10 of the present invention optionally andpreferably has the following requirement specifications 306 in order totrain the required cognitive skill. It should be noted that these areillustrative in nature and are not intended to restrict the scope of thepresent invention in any way.

A. Task Requirements

-   -   a. Spatial in nature    -   b. Several tasks presented to induce selection of alternatives    -   c. High-speed tasks    -   d. Tasks that allow error to occur and entail speed/accuracy        trade-off    -   e. Tasks that allow fast learning    -   f. Each goal can be achieved in several ways    -   g. All tasks are integrated    -   h. Switch will not be between different input devices but        between control procedures    -   i. Tasks should avoid as much as possible the influence of        existing game considerations    -   j. Some of the tasks should be performable either with or        without object (flag, ball, token, etc.)    -   k. Most game situations should allow several alternatives to        take place    -   l. Switch clues should be either explicit (switch instructions)        or implicit (situation change).        B. Training Requirements    -   a. Provide sufficient initial training with basic tasks.    -   b. Tendency creation. At least part of the task should become        highly trained, to an almost asymptotic level of performance.    -   c. Learning how to differentiate between situations.    -   d. Reward based on decision time.    -   e. Initial training with explicit switch instructions    -   f. Four switch training conditions: single task (basic        performance); explicit switch; implicit switch; and mixed        explicit/implicit switch.    -   g. Two training conditions based on sets of alternatives:        selection from a set of pre-defined alternatives or provision of        own alternatives.    -   h. Three conditions based on dominant task relevance: dominant        task is most appropriate; dominant task in not appropriate;        dominant task is prohibited.    -   i. Tasks should be differentiated by dominancy.    -   j. Strategy of using several alternatives should be supported.    -   k. Selections should be rewarded based on their result.        C. Training Environment    -   a. Competitive environment    -   b. High time-pressure    -   C. High noise level

Based on the above-listed requirements, a game-like computerized traineris preferably designed, based on an imaginary task metaphor. Thismetaphor might change with the development of the game, and might affectthe graphic representation of the game, without changing the essence ofthe trainer. Thus, basic rules and behaviors remain constant.

FIG. 9 shows a general design for a training system 900. Training system900 optionally and preferably comprises a training station 902, amonitor 906, a training database 910, and an analyzer 920.

Training station 902 optionally and preferably comprises a trainingcomputer provided with training software, however, optionally anembedded computer or electronic or mechanic mechanism may also be usedas well, alone or in combination for implementing the cognitive trainingprogram, wherein training is divided into training sessions and trainingtasks. Each subject 930 is presented with a specific program accordingto his profile and training record.

Optionally, training module 902 comprises at least two trainingcomputers, such that at least two subjects can ‘play’ against oneanother.

Training database 910 maintains performance records of individualsubjects. Using this data, training station 902 automatically (oroptionally semi-automatically or manually) assigns the appropriate tasksand levels of difficulty to the subject.

Optionally and preferably, training system 900 further comprisestrainer's controls 914, which provide an external modulation system bywhich the training session can be monitored and controlled manually inreal-time by an operator. Trainer's controls 914 optionally andpreferably comprise a monitor 918 and a keyboard 916 to enable detailedtraining definitions to be given.

Monitor 906 presents the subject with the training tasks. A plurality ofmonitors 906 may optionally be used to create wide-angle stimuli.

Analyzer 920 received input from training station 902 relating tointeractions of subject 930 with the training computer in response totasks presented by monitor 906, and provides feedback for adjustment ofsubsequent tasks presented by monitor 906. Analyzer 920 may preferablyand optionally also receive input data from training database 910.

Subject 930 is optionally and preferably provided with at least an inputdevice 904 for use in reacting to and executing the training taskspresented by monitor 906. Input device 904 may optionally and preferablyinclude at least a joystick and a customized keyboard.

The training system 900 of the present invention may also optionallyinclude physical monitoring equipment 912, such as devices for measuringblood pressure, heart rate, and skin humidity of the subject. The systemmay also optionally comprise an audio output device 908 such asloudspeakers or headphones to provide audio stimuli throughout thetraining session. Audio output device 908 may comprise audio triggers,feedback and distracting noises.

FIG. 10 shows an embodiment of the present invention, comprising a game.Game comprises the following representational components on a screen: acourt located at the centre of screen, a home base located at the bottomcentre of court, a space station located at top centre of court, aplurality of asteroids and space apples, and a space shuttle.

The screen optionally and preferably displays the following information:

Time count clock, displaying elapsed time, which changes every 100 ms,over a specified range. The maximum time allowed may optionally bevaried, and is preferably selected according to the manipulationrequired and the cognitive skill being trained.

Total score is also preferably displayed.

The collection score is preferably displayed and updated for everycollected apple.

Tracking score for tracking moving objects is updated periodically, forexample every second. This may optionally be implemented as an analogdisplay.

A green light to allow departure of the space shuttle may optionally bedisplayed.

Apple disappears when ‘picked’. In addition, an audio signal may besounded.

A written message or other visual indication may optionally be displayedon the screen to indicate an explicit switch message, which may also beaccompanied by an audio tone.

In addition, audio information may be provided to the player as follows:

An audio signal may optionally indicate start of a block or trainingperiod and allows progress selection (for example, manual levelselection by the subject).

An audio signal indicates expiry of block time.

An audio signal indicates expiry of selection time.

The number of asteroids is preferably 5 or less, and their positions arefor example in accordance with a set of pre-recorded x/y co-ordinates inan ASCII file, which may change every t seconds, where t=speed of eachASCII line input read. The appearance of asteroids may be varied by useof different Gifs. An asteroid may be visible or invisible. Eachasteroid type is determined by the ASCII format file and can be changedfrom line to line. If an asteroid hits the shuttle, it passes throughit. Movement and behavior logic of asteroids are not required. A “write”utility is built in order to allow the feeding of the relevantparameters into the ASCII file

The number of space apples is preferably 7 or less, positioned accordingto a set of x/y co-ordinates. Space apples are similar to asteroids, butwithout movement, such that no ASCII file parameters or programming arerequired, and when crossed by the shuttle, space apples disappear.

The space shuttle is initially situated at home base, and is moved by acontrol joystick. Speed of travel of the shuttle is proportional tomovement of the joystick.

The primary game task is to bring the space shuttle from home base inthe shortest possible time, while collecting all space apples. Based onthe location and movement of asteroids, the user will control themovement of space shuttle, and will be allowed to perform one of fourmaneuvers:

-   -   a. Ride an asteroid (shuttle moves with asteroid) (for example,        tracking movement of an object)    -   b. Remain between asteroid and space station (judging movement        of two or more moving objects)    -   c. Lead an asteroid (requiring forecasting of movement of        asteroids)    -   d. Remain between two asteroids (tracking the midpoint of        movements of two moving objects).        Free travel will be possible only for short time periods in        order to pick space apples.

The game includes the following controls:

-   -   a. A joystick, controlling space shuttle. This is a first order        control. Optionally, tactile feedback may be included when an        inappropriate maneuver is made, and/or sound effects to signal        selection of a wrong maneuver.    -   b. Numbered keys, controlling selection of asteroids. These        record the leading asteroid and record timing of selection.    -   c. Four assigned keys, for selection of progress mechanism        (determination of level of difficulty). These record progress        mechanism and record timing of selection.

The user may be required to change maneuvers or perform a different taskin response to the following indications:

-   -   a. Block-beginning instructions. This requires selection and        maneuvering of the leading asteroid i.e the user selects a        particular maneuver (ride/lead, etc.) and selects the asteroid        on which this maneuver is to be performed. The availability of        maneuvers is based on the pattern of asteroids. The user must        wait until a green light indicator is displayed before        commencing movement of asteroid.    -   b. Explicit switch message, which requires selection of the        leading asteroid and maneuver within a predefined time period.    -   c. Relative change of all asteroids, which requires change of        the leading asteroid and maneuver within a predefined time        period.

Parameters in the system may also optionally include but are not limitedto timing parameters, accuracy parameters, scoring parameters, objectparameters, and maneuver parameters. Parameters that are global acrossall sessions will be determined in the game settings ASCII file.Parameters that are line/event/block specific will be determined in thesession specific table. All parameters are preferably editable byresearchers or managers and not hard coded.

Output requirements for calculation of scores and monitoring of userperformances are preferably determined, including raw output data aswell as output based on calculations.

Although the invention has been described in conjunction with specificembodiments thereof, it is evident that many alternatives, modificationsand variations will be apparent to those skilled in the art.Accordingly, it is intended to embrace all such alternatives,modifications and variations that fall within the spirit and broad scopeof the appended claims.

REFERENCES

-   1. Armony, L. and Gopher D. Generality of Control Processes in Task    Switching. Ph.D. dissertation. Industrial Engineering and    Management, Technion, 2002.-   2. Ball, K., Beard, B., Roenker, D., Miller, R., and Griggs, D. Age    and visual search: Expanding the useful field of view. Journal of    the Optical Society of America, 1988. 5: 2210-2219.-   3. Dennis K. A., and Harris, D. Computer based simulation as an    adjunct to Ab Initio flight training. The International Journal of    Aviation Psychology, 1998. 8(3): 261-277.-   4. Gopher D., Armony, L., and Greenshpan, Y. Switching tasks and    attention policies. Journal of Experimental    Psychology—General, 2000. V 129(3), 308-339.-   5. Gopher, D., Weil, M., and Bareket, T. Transfer of skill from a    computer game trainer to flight. Human Factors, 1994. 36, 38740.-   6. Kramer A. F., Larish J. F., and Strayer D. L. Training for    Attentional Control in Dual Task Settings: A Comparison of Young and    Old Adults. 1995. Journal of Experimental Psychology: Applied, vol.    1, 50-76.-   7. Ortiz, G. A. Effectiveness of PC-based flight simulation. The    International Journal of Aviation Psychology, 1994. 4: 285-291.-   8. Phillips, S. I., Hulin, C. L., and Lamermayer, P. J. Uses of    part-task trainers in instrument flight training. In R. Jensen    (Ed.), 1993. Proceedings of the 7^(th) international symposium on    Aviation Psychology (pp. 743-746). Columbus: the Ohio State    University.

1. A method for training a subject for control processes in a task, comprising: decomposing the task into a plurality of cognitive skills related to the control processes; determining a training strategy according to said plurality of cognitive skills; and constructing a trainer for training the subject according to said training strategy, wherein operation of said trainer does not require complete physical fidelity to the task.
 2. The method of claim 1, wherein said trainer uses at least one physical action being different from an actual physical action performed by the subject when performing the task.
 3. The method of claim 1, wherein said decomposing the task into said plurality of cognitive skills further comprises: decomposing the task into a plurality of actions; and mapping said plurality of actions to said plurality of cognitive skills.
 4. The method of claim 3, wherein said mapping further comprises: analyzing said plurality of actions to determine a plurality of cognitive actions, wherein said cognitive actions are mapped to said plurality of cognitive skills.
 5. The method of claim 1, wherein said determining said training strategy comprises: associating each cognitive skill with at least one action to be performed by the subject.
 6. The method of claim 5, wherein said action in said training strategy further comprises a physical action and a cognitive action, wherein said physical action does not require complete physical fidelity to the task.
 7. The method of claim 6, wherein said determining said training strategy further comprises: coordinating a plurality of actions associated with said cognitive skills.
 8. The method of claim 7, wherein said determining said training strategy further comprises: iteratively adjusting said plurality of actions for said training strategy for said coordinating.
 9. The method of claim 8, wherein said iteratively adjusting said plurality of actions is performed according to at least one heuristic parameter.
 10. The method of claim 5, wherein said determining said training strategy further comprises: determining a sequence of actions to be performed by the subject for training each cognitive skill.
 11. The method of claim 5, wherein said determining said training strategy further comprises: determining a sequence of actions to be performed by the subject for training a plurality of cognitive skills in combination.
 12. The method of claim 1, wherein said determining said training strategy comprises determining at least one action to be performed by the subject and wherein said constructing said trainer comprises: selecting at least one input device and at least one output device for operation by the subject according to said at least one action to be performed by the subject.
 13. The method of claim 1, wherein said decomposing the task further comprises: determining a plurality of basic skills related to the task; and combining these basic skills into a profile for training the subject.
 14. A method for training a subject for control processes in a task, comprising: designing a cognitive simulator for training the subject in the task; constructing a trainer for training the subject according to said cognitive simulator; and determining a training plan for training the subject with said trainer.
 15. The method of claim 14, wherein said designing said cognitive simulator comprises: modeling the task to form a model; and designing said cognitive simulator according to said model.
 16. A system for training a subject for control processes in a task, comprising: (a) a hardware device for interacting with the subject; (b) a plurality of instructions for controlling operation of said hardware device; (c) an analyzer for analyzing interactions of the subject with said hardware device and for adjusting said operation of said hardware device according to said plurality of instructions, according to said interactions of the subject, thereby training the subject in the task.
 17. A system for training a subject in at least one control process associated with a task, comprising: (a) at least one input device and at least one output device for interacting with the subject, wherein operation of said at least one input device and said at least one output device does not require complete physical fidelity to the task; (b) a training module for controlling said at least one input device and said at least one output device for training said at least one cognitive skill; and (c) an analyzer for analyzing interactions of the subject with said at least one input device and said at least one output device and for adjusting said operation of said at least one input device and said at least one output device according to said interactions of the subject, thereby training the subject in the at least one cognitive skill.
 18. A method for training a subject in a plurality of cognitive skills for a task, comprising: mapping a plurality of actions associated with the task into the plurality of cognitive skills; determining a training strategy according to said plurality of cognitive skills; and constructing a trainer for training the subject according to said training strategy, wherein operation of said trainer does not require physical fidelity to the task.
 19. The method of claim 18, wherein the task comprises a sport-related object-handling activity.
 20. The method of claim 19, wherein said object-handling activity comprises a ball-handling activity.
 21. A trainer for training a subject in a plurality of cognitive skills related to control processes for a task, comprising: at least one input device and at least one output device for interacting with the subject; and a control module for controlling interactions of said at least one input device and said at least one output device with the subject, wherein said control module is designed to simulate cognitive actions related to the plurality of cognitive skills for training the subject.
 22. A method for training a subject in a control process for a task, comprising: mapping a plurality of cognitive skills into the control process; mapping a plurality of actions associated with the task into the plurality of cognitive skills; determining a training strategy according to said plurality of cognitive skills; and constructing a trainer for training the subject according to said training strategy, wherein operation of said trainer does not require physical fidelity to the task. 